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The Knotted Line

Evan Bissell, Author

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Threads Of History - Connecting the Past and Present

By Evan Bissell, Alykhan Boolani, Aryn Bowman, Fatima Ghatala, and Maggie Sheffer
East Oakland School of the Arts, Spring 2012

Project Overview: Students will use The Knotted Line to engage visual thinking exercises, research, narrative historical writing and digital media to connect contemporary and historical events through the thematic lens of 'freedom'.

Learning Objectives:
  • Students will be introduced to and deepen their understanding of the prison system.
  • Students will explore the idea of freedom as related to oppression and confinement in U.S. and World history.
  • Students will practice visual thinking.
  • Students will engage in narrative historical writing while practicing thesis writing, framing and perspective.
  • Students will create scholarship (writing and digital media) for the public.

Measurable Outcomes:
  • 5 Textual evidence cards.
  • 2 Drafts of narrative historical essay
  • 1 Final typed draft of narrative historical essay (350-500 words with Works Cited and author bio) (examples 1, 2, 3)
  • 1 Audio recording of their essay. (examples 1, 2, 3)

Materials:
  • This website
  • Print versions of The Knotted Line (available $30-100 sliding scale donation)
  • Worksheet Toolkit (individual worksheets are below)

Time:
  • 14 class periods - U.S. History or World History
  • 12 class periods - English
  • 50 minute classes unless noted

Sample Calendar
Day 1:
  • Warm-Up: How has your family history affected or influenced where or who you are today? [Workheet]
  • Activity: Introduction of Evan's project What Cannot Be Taken Away: Families and Prisons Project as the precursor to The Knotted Line.
  • Use Visual Thinking Strategies to discuss 2-3 of the final WCBTA portraits.
  • Follow-up discussion: Evan began working with the prison system after witnessing parallels in the discipline system in schools where he was working.  What relationships do you see between the education system and the prison system?
  • Closing:Write a letter to an ancestor describing the state of freedom today.
Day 2:
  • Warm-Up: Big$$ Words [Worksheet]
  • Introduce list of words [Doc] and compile group definitions on a large sheet of paper that can stay up in class.
  • Activity: Gallery Walk - Prep by setting up print images of The Knotted Line using string and clothespins. Use [Worksheet] to structure investigation of paintings and connection to Big$$ Words (Can be done with mobile version of website as well)
  • Closing: Share back examples
  • HW: Choose topic you're interested in researching more.
Day 3:
History
  • Warm-Up: Big$$ Word connection to historical events [Worksheet]
  • Activity: Review chosen topics in small groups.  Introduce Textual Evidence Cards [Worksheet]
  • HW: Final decision on topic choice
English
  • Intro to project and rubric [PDF]
  • Model Essay discuss [Essay]
  • Topic Check-in
Day 4:
History
  • Warm-Up: Introduction to The Knotted Line website (how to navigate, themes)
  • Activity: Begin research with TE cards
English
  • Thesis workshop
Day 5:
History
  • Continue research with TE cards
English
  • Analysis of evidence from History class
Day 6:
History
  • Continue research with TE cards and Works Cited Page
English
  • Analysis of evidence from History class
  • 5 TE cards DUE
Day 7
History
  • Cont. research (in-depth on topics)
English
  • Outlining - framing, weaving, and chunking
  • Discuss model essays [Essays: framing, weaving, chunking]
Day 8
History
  • Cont. research (in-depth on topics) OR Elements of style for historical writing.
English
  • Hooks, anecdotes and framing.
Day 9
History
  • Historical Writing Article Circles
English
Day 10
History
  • Historical Writing Article Circles
English
  • Peer revision for active/interesting verbs using model text [Worksheet]
Day 11
History
  • Historical Writing Article Circles
English
  • Peer revision for hook, anecdote and framing using model text  [Worksheet]
  • Finish Second Draft
  • *The following three days are 2 hours each class
Day 12
History
English
  • Receive back 2nd draft with teacher edits
  • Write 3rd draft in class
Day 13
History
  • Recording Final Pieces [Worksheet]
  • Listen to sample "Perspective" pieces, ID tone, pace, emphasis, etc [Audio]
  • Groups of three for recording (performer, listener, recorder).  Use cell phones and send to teacher via text or email
English
  1. Typing Final Drafts/Format
  2. Warm Up: Title
  3. Looking at model typed piece
  4. Typing Works Cited page
  5. Title Page/Formatting
  6. Typing
  7. Spelling/Grammar Check
  8. Author Bio
  9. Reflection on paper
Day 14
History+English
  • Final celebration listening to pieces and voting on which to submit to website
  • Human Barometer Reflection [Worksheet]
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